COUN 510.41W: Counseling Theories & Techniques

Syllabus/Schedule are subject to change

COUN 510.41W: Counseling Theories & Techniques Course Syllabus: Fall, 2019

Online

INSTRUCTOR INFORMATION

Instructor: Amir Abbassi, Ph.D., LPCs, LMFTs

Office Location: McKinney, Commerce by appointment

Office Hours: Mondays 1-4 McKinney

University Email Address: [email protected] Preferred Method of Communication: email

Communication Response Time: 24 to 48 hours

COURSE INFORMATION

Materials – Textbooks, Readings, Supplementary Readings

Required Textbooks:

Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th edition).

Cengage, CA: USA.

Corey, G. (2017). Student manual for theory and practice of counseling and

psychotherapy (10th edition). Cengage Learning.

Suggested Textbook:

American Psychological Association. (2011). Publication manual of the American

Psychological Association. (6th ed.). Washington, D.C.: Author.

COURSE DESCRIPTION

Catalog Description of the Course 510. Counseling Theories and Techniques. Three semester hours.

A study of the philosophical and theoretical bases of the helping process. Includes study of major

counseling theories, basic helping skills, and applications to diverse populations. Also includes

professional issues related specifically to the counseling process.

General Course Information This course, along with COUN 501, serves as one of the basic introductory courses in the

Counseling Department. It is a requirement for all degree options, and should be taken early in

the student’s preparation. A grade of “B” or higher must be earned in COUN 501, 510, 528, and

516 (or its equivalent for those seeking school counselor certification only), which is required

before practicum (COUN 551).


Student Learning Outcomes

2009 CACREP Standards Addressed in COUN 510

CMHC Standard

Learning Activity or

Assignment Assessment

A.5. Understands a variety of

models and theories related to

clinical mental health

counseling, including the

methods, models, and principles

of clinical supervision

Reading Chapters in the 1-15

(Corey 2017): Key

Assessment 19:

Final Exam

Key Assessment 19:

Final Exam Rubric

multiple choice exam over

the text book

E.3. Understands current

literature that outlines theories,

approaches, strategies, and

techniques shown to be effective

when working with specific

populations of clients with

mental and emotional disorders

Reading Assignment over

chapter 3 of the Corey 2017

Exam 1 over assigned

reading

I.3. Knows evidence-based

treatments and basic strategies

for evaluating counseling

outcomes in clinical mental

health counseling

Supplemental reading

assignment Exam Rubric and Threaded

Core Standard

Learning Activity or

Assignment Assessment

2.G.2.c. Theories of

multicultural counseling,

identity development, and social

justice

Writing Chapter reviews on

Multicultural consideration

for each theory discussed

Exam Rubric and Threaded

2.G.5.d. Counseling theories that

provide the student with models

to conceptualize client

presentation and that help the

student select appropriate

counseling interventions.

Students will be exposed to

models of counseling that are

consistent with current

professional research and

practice in the field so they

begin to develop a personal

model of counseling

Reading weekly assignments

on new theory of counseling

Writing a chapter review on

each theory

3 separate Exams on the

assigned chapters

Compare and Contrast APA

final paper

2.G.5.e. A systems perspective Reading Chapter 14 of the Writing chapter review and


that provides an understanding

of family and other systems

theories and major models of

family and related interventions

Corey 2017

Exam 2 over assigned

reading

Course Objectives include, but are not limited to, the following: 1. The student will identify, explain, and/or describe generally accepted characteristics of

effective helpers.

2. Students will differentiate counseling from traditional interpretations of guidance,

psychotherapy, and consultation via explanation, description, or the identification of

descriptive statements.

3. Students will distinguish between the outcome and process goals of counseling and

consultation via explanation, description, or the identification of descriptive statements.

4. Students will identify, generate responses, and/or demonstrate appropriate behaviors which

are consistent with the Ethical Standards and Standards of Practice of the American

Counseling Association, including differentiating between ethical and legal issues.

5. Students will identify, explain, and/or describe characteristics and behaviors that influence

helping processes, including, but not limited to age, gender, ethnicity, culture, race, lifestyle,

verbal and nonverbal communication styles, personal characteristics, traits, capabilities and

life circumstances.

6. Students will identify, describe, and/or apply appropriate counseling skills to

client/consultees who are different from the counselor in terms of race, cultural background,

gender, age, physical abilities, lifestyle, and/or other criteria.

7. Students will identify, describe, and/or apply appropriate counseling skills to clients who are

reluctant or resistant.

8. Students will identify, describe, and/or apply appropriate counseling skills to clients who are

suicidal.

9. Students will identify and/or list and describe the typical stages of counseling initial

interview through termination.

10. Students will identify, explain, apply, and/or evaluate hypothetical examples of basic

listening, empathy, genuineness, unconditional positive regard, concreteness, immediacy,

confrontation, self-disclosure, structuring, use of silence, nonverbal communication, and

communication leads such as interpretation, probes, reassurances, questions, and

restatements and reflections.

11. Students will identify, explain, or demonstrate behaviors congruent with currently accepted,

psychodynamic, cognitive-behavioral and affective counseling theories, techniques, and

practices, including, but not limited to Psychoanalytic, Adlerian, Existential, Person-

centered, Gestalt, Behavioral, Cognitive-behavioral, Reality, Family systems, and Solution-

focused.

TExES COMPETENCIES

Competency 004 (Program Management)


The school counselor understands how to plan, implement and evaluate a developmental

guidance program, including counseling services, that promotes all students’ success

Competency 006 (Counseling)

The school counselor understands how to provide effective counseling services to individuals

and small groups.

Competency 010 (Professionalism)

The school counselor understands and complies with ethical, legal, and professional standards

relevant to the profession.

COURSE REQUIREMENTS

Minimal Technical Skills Needed

In this class, you will utilize the Learning Management System (LMS) entitled D2L for portions

of instructional and learning methods, submitting assignments, participating in online

discussions, and completing quizzes. You will need to utilize other technologies such as

Microsoft Word, PowerPoint, etc. If you have issues with this system, it is your responsibility to

contact the help desk immediately.

Instructional Methods

This course consists of lecture and didactic learning methods, small group discussions, and in-

class assignments, coupled with experiential learning and practical application. When we are not

meeting face to face, you will be expected to participate and complete all online tasks via D2L In

addition to this, small lecture, discussion, activities, and workshops may be utilized during this

course.

Student Responsibilities or Tips for Success in the Course As a student in this course, you are responsible for the active learning process. Expectations of

this course include the following:

1. You are expected to display professionalism at all times. Be respectful of your professor

and peers. Be open to feedback, as you will receive this throughout the program.

2. Prepare for classes. Complete any and all readings prior to class time.

3. Complete all assignments by the deadline.

4. Adhere to the university student code of conduct.

5. Participate. During face-to-face classes, you are expected to actively participate in all

activities and discussion. In the online format, you are expected to participate in all online

discussions/activities. This is crucial to your learning.

6. All writing assignments must be done according to APA 6th edition.

7. Regularly check your University email. My suggestion is to check this at least once a day

as your instructors and others from the department and University may contact you.

8. Begin your readings ASAP. Sometimes it may take more than one attempt to digest the

material.


9. Deadlines are the last possible moment something is due—not the first moment to start.

Work ahead. I realize this may not always be possible; however, when you can, do so.

10. Be open to the process. This degree takes time, work, effort, and growth.

Assignments/Assessments:

1. Theory/Chapter Reviews (20 points): Using the structure in Appendix A, students will

be required to complete a theory review on each theory prior to covering the theory

(please see course calendar in this syllabus for more info.) . This review needs to be

dropped to the appropriate Drop Box for the week on the D2L by midnight on the day

that is due in order to receive the two-point credit. Please see the tentative course

Calendar for the due dates. Please note that I will give no credit to those theory reviews

which are uploaded after the due date. You will do a total of 11 theory reviews for a total

of 20 points. I will drop the lowest mark on one theory. That means you get to drop the

lowest mark or skip a theory review and still receive the full 20 % credit. All your review

must be uploaded in Microsoft Word format (MSWord). If you do not have the software

on your computer, you need to obtain a copy of it.

2.

Theory/Chapter Reviews Rubric

1 – Does Not Meet

Expectation

(0-.9 points)

2 – Meets

Expectation

( 1-1.4points)

3 – Exceeds

Expectation

(1.5-2.0 points)

Compare and contrast

two original theories

from the one studied

in this class

2 points

Did not select

theories from the list

of those that we

studied in this class.

Missed basic concept

concepts. Writing is

shallow and no in-

depth exploration of

theories. no evidence

of synthetization

across multiple

sources; not

representative of

graduate level work

Theories were

selected from the one

that was discussed in

class, most basic

concepts are covered,

evidence of

possessing

knowledge about the

theories but missing

one or two key

points; representative

of graduate level

work

All basic concepts are

covered. In depth

review of related

concepts. evidence of

possessing

knowledge about

topic without missing

key information;

representative of

graduate level work

1. Key Assessment 19: Final Exam (20 points): There will be a Final multiple-choice

exams. The exams will cover your readings and lecture material. The exams will be

online and timed. If you think you are going to have problem with taking a time limited

exam online, you may want to switched this from an online class to regular 510. A

review of the exam will be provided two weeks prior. The goal of the exam is to test your

knowledge on various concepts of the main theories of counseling that we study in this

class, as well as apply that knowledge to practice. There will be no make up test on any


of the exams.

Key Assessment 19: Final Exam Rubric

1 – Does Not Meet

Expectation

(0-39 points)

2 – Meets Expectation

(40-44 points)

3 – Exceeds

Expectation

(45-50 points)

Grade Percentage

on Exam

Less than 80% correct

on all exam items

Between 80% and

89% correct on all

exam items

Greater than 89%

correct on all exam

items

2. Comparison Research Paper: Choose two theories of most interest to you from the list

of theories studied during this class. Using your Text book and 4 original sources for

each of the theory, write a compare/contrast paper. Topics to compare and contrast

should include the following: nature of person, personality development, emotional

maladjustment, counselor/client relationship, techniques, therapeutic goals, Multicultural

consideration and treatment outcome (see Appendix A). Research paper must follow

American Psychological Association (APA) guidelines (see Appendix B) and should not

exceed 12 pages (including cover and reference page, no Abstract is necessary). You will

be graded according to APA style, writing and organization, content, and references.

Original source is defined as journal article or book authored or co-authored by a major

contributor of that particular theory. This research paper needs to be dropped in the

appropriate drop box on the D2L by the due date at the end of the semester in order to

receive credit. This paper needs to be in the MSWord format as well.

Comparison Research Paper Rubric

1 – Does Not Meet

Expectation

(0-39 points)

2 – Meets

Expectation

(40-44 points)

3 – Exceeds

Expectation

(45-50 points)

Compare and contrast

two original theories

from the one studied

in this class

50 points

Did not select

theories from the list

of those that we

studied in this class.

Missed basic concept

concepts. Writing is

shallow and no in-

depth exploration of

theories. no evidence

of synthetization

across multiple

Theories were

selected from the one

that was discussed in

class, most basic

concepts are covered,

evidence of

possessing

knowledge about the

theories but missing

one or two key

points; representative

All basic concepts are

covered. In depth

review of related

concepts. evidence of

possessing

knowledge about

topic without missing

key information;

representative of

graduate level work


sources; not

representative of

graduate level work

of graduate level

work

APA format

Reference page

50 points

Did not follow APA

format in cover page,

body of the paper and

the reference page.

Did not use four

original sources for

each theory selected.

Sources are not

related to the topic of

paper

APA format was

followed with one or

two minor errors.

Mostly original

sources were used.

Sources are related to

the selected theories

APA format was

followed with no

errors on cover page,

in body of the paper

or reference page.

All four original

sources were used

3. Exams (20 points each) There will be two multiple choice and True/False timed exams

during the semester (see course calendar). A review of the exams will be provided

online. The goals of the exams are to test your knowledge on various theories of

psychotherapy covered in this course, as well as apply that knowledge to practice.

1 – Does Not Meet

Expectation

2 – Meets Expectation

3 – Exceeds

Expectation

Grade on test Less than 80% correct

on all exam items

Between 80% and

89% correct on all

exam items

Greater than 89%

correct on all exam

items

GRADING

Final grades in this course will be based on the following scale:

90%-100% A

80%-89% B

70%-79% C

60%-69% D

< 59% F

Assignment/Assessment Point Value 3 Exams (20 points each) 60

Professional Paper 20

Theory Review Paper 20


Total 100

Grading: An instructor does not give grades. Students earn grades. If you approach your

class with this understanding, it is the beginning of taking responsibility for your education and

being a great student.

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Note: Personal computer and internet connection problems do not excuse the requirement to

complete all course work in a timely and satisfactory manner. Each student needs to have a

backup method to deal with these inevitable problems. These methods might include the

availability of a backup PC at home or work, the temporary use of a computer at a friend's home,

the local library, office service companies, Starbucks, a TAMUC campus open computer lab, etc.



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Interaction with Instructor Statement

Communication with your professors is key to your professional growth. I am here to support

and guide you along your academic journey. With that being said, I cannot help you if you do not

communicate with me. Please make an appointment if you have any concerns or questions.

Because I teach in different locations, email is the best way to reach me. I will attempt to answer

all emails within 24 hours, Monday-Friday, but at times will need up to 72 hours to do so. When

emailing, please use your university email and address me with courtesy and respect.

COURSE AND UNIVERSITY PROCEDURES/POLICIES

Course Specific Procedures/Policies

Written assignments are due on the day noted in the syllabus. All papers are due at the beginning

of the class period. Late papers will have 10% deduction per day late from the final score.

Syllabus Change Policy

The syllabus is a guide. Circumstances and events, such as student progress, may make it

necessary for the instructor to modify the syllabus during the semester. Any changes made to the

syllabus will be announced in advance.


COURSE AND UNIVERSITY PROCEDURES/POLICIES

Syllabus Change Policy

The syllabus is a guide. Circumstances and events, such as student progress, may make it

necessary for the instructor to modify the syllabus during the semester. Any changes made to the

syllabus will be announced in advance.

University Specific Procedures

Student Conduct

All students enrolled at the University shall follow the tenets of common decency and acceptable

behavior conducive to a positive learning environment. The Code of Student Conduct is

described in detail in the Student Guidebook.

http://www.tamuc.edu/admissions/registrar/documents/studentGuidebook.pdf

Students should also consult the Rules of Netiquette for more information regarding how to

interact with students in an online forum: Netiquette

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Students at Texas A&M University-Commerce are expected to maintain high standards of

integrity and honesty in all of their scholastic work. For more details and the definition of

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Campus Concealed Carry Statement

Texas Senate Bill - 11 (Government Code 411.2031, et al.) authorizes the carrying of a

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Commerce Rule 34.06.02.R1, license holders may not carry a concealed handgun in restricted

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For a list of locations, please refer to the Carrying Concealed Handguns On Campus

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Pursuant to PC 46.035, the open carrying of handguns is prohibited on all A&M-Commerce

campuses. Report violations to the University Police Department at 903-886-5868 or 9-1-1.

COURSE OUTLINE / CALENDAR

Course Calendar

Date Topic Reading Assignment

08/26

Week 1

Course expectation Read the syllabus Discussion post # 1

09/02

Week 3

Introduction and

overview

Corey, ( Chapter 1)

09/09

Week 4

The Counselor:

Person and

Professional

Corey, (Chapter 2)

Manual (Chapter 2)

Discussion post # 2

09/16

Week 5

ACA Code of Ethics Corey, (Chapter 3)

ACA website:

www.counseling.org

09/23

Week 6

Psychoanalytic

Therapy

Corey, (Chapter 4)

Manual (Chapter 4)

Discussion post # 3

Chapter Review Due

09/30

Week 7

Adlerian Therapy

(Review Due)

Corey, (Chapter 5)

Manual (Chapter 5)

Chapter Review Due

FIRST EXAM (chapters

1-4)

10/07

Week 8

Existential Therapy

(Review Due)

Corey, (Chapter 6)

Manual (Chapter 6)

Chapter Review Due

10/14

Week 9

Person-Centered

Therapy

(Review Due)

Corey, (Chapter 7)

Manual (Chapter 7)

Chapter Review Due

10/21

Week 10

Gestalt Therapy

(Review Due)

Corey, (Chapter 8)

Manual (Chapter 8)

Chapter Review Due

10/28

Week11

Behavior Therapy

(Review Due) Corey, (Chapter 9)

Manual (Chapter 9)

Chapter Review Due

11/04

Week 12

Cognitive-Behavior

Therapy

Rational Emotive

Behavior Therapy

(Reviews Due)

Corey, (Chapter 10)

Manual (Chapter 10)

Chapter Review Due

SECOND EXAM

(chapters 5-9)

11/11

Week 13

Reality Therapy

(Review Due)

Corey, (Chapter 11)

Manual (Chapter 11)

Chapter Review Due

http://www.counseling.org/


11/18

Week 14

Feminist Therapy

(Review Due)

Corey, (Chapter 12)

Manual (Chapter 12)

Chapter Review Due

11/25

Week 15

Post Modern

Approaches

(Review Due)

Corey, (Chapter 13)

Manual (Chapter 13)

Chapter Review Due

12/02

Week 16

Family Systems

Therapy

(Review Due)

Corey, (Chapter 14)

Manual (Chapter 14)

Chapter Review Due

Comparison Research

PAPERS DUE

12/09 Final EXAM Final EXAM Final EXAM

Appendix A

THEORY REVIEW AND TERM PAPER WRITE-UP

Points to cover in the theory review write-up and the final position paper on a selected theory

(the following points need to be included as a minimum in your final paper).

1. Founder(s) of the theory.

2. Nature of the person including innate capacities and/or capabilities, if any, and motivational

constructs according to the theory.

3. Nature of maladjustment (how do people develop mental illness) according to the theory.

4. Goals of counseling therapy according to the theory.

5. Role and activity of the counselor, including:

a. major techniques used in the therapy

b. diagnosis and appraisal devices

c. evaluation of client progress in therapy

Appendix B

APA Pet Peeves

pp. 67-68, 3.08, Economy of Expression

p. 69, 3.09, Editorial “we”—“we” only refers to authors—also refers to “us,” “our,” etc.

pp. 77-78, 3.18, Use the past tense

pp. 79, 3.20, a pronoun must agree in number

pp. 81-82, 3.21, misplaced and dangling modifiers

pp. 84-86, 3.23, parallel construction

pp.73-74, 3.12, gender (use plural pronouns)

p.76, 3.15, disabilities (people before disabling condition)

pp. 88-89, 4.03, use a comma between elements


pp. 91-92, 4.07, quotation marks—do not hedge

pp.62-63, 3.02-3.03, headings

pp. 63-64, 3.04, seriation

pp. 170-171, 6.03, quotation of sources

pp.111-112, 4.31 a, b, and especially 112 e—numbers

p. 118, 4.45, use symbol for percent when it is preceded by a number

pp. 174-179, 6.11-6.21, Reference citations in text

p. 198, 7.01, general form of citation for a periodical (examples p. 198, 7.01)

Other important notes:

Do not use contractions

Do not objectify people—use participants instead of subjects

Do not overuse direct quotations

Avoid secondary citations

Avoid anthropomorphism

Avoid linear literature reviews (study by study)

Italicize technical or key terms

Italicize Likert scale descriptors—e.g. totally disagree (1)…highly agree (5)

For 3 to 6 authors, cite all authors first time and then use et al. e.g.—Brown et al. (1998)

Numbers—if under ten, write it out unless it is modifying—e.g. 3%

References to time use numbers

When comparing numbers below ten to above 10, use numbers instead of writing it out

COUN 510.41W: Counseling Theories & Techniques

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